DOCSLIB.ORG

WATI Assistive Technology Assessment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
WATI Assistive Technology Assessment The W.A.T.I. Wisconsin Assistive Technology Initiative Assistive TAAechnology The WATI Assistive Technology Assessment is a process based, S systematic approach to providing a functional evaluation of the student’s need for assistive technology in his or her customary environment. (Please note: This is not a test protocol. There is no scoring involved.) S Steps Information Gathering DECISION MAKING E TRIAL USE The steps are supported by the following forms. Forms page S OVERALL PROCESS Directions/Procedure Guide ................................ 23 M INFORMATION GATHERING AT Consideration Guide ..................................... 25 Referral/Question Identification Guide ............. 27 E Student Information Guide ................................. 29 Environmental Observation Guide..................... 49 DECISION MAKING N AT Decision Making Guide ................................. 53 AT Checklist ......................................................... 54 TRIAL USE T AT Trial Use Guide .............................................. 56 AT Trial Use Summary........................................ 58 W.A.T.I. Assistive Technology Assessment Directions/Procedure Guide School District/Agency School Student Grade Team Members Date Completed Comments Gathering Information: Step 1: Team Members Gather Information Review existing information regarding child’s abilities, difficulties, environment, and tasks. If there is missing information, you will need to gather the information by completing formal tests, completing informal tests, and/or observing the child in various settings. The WATI Student Information Guide and Environmental Observation Guide are used to assist with gathering information. Remember, the team gathering this information should include parents, and if appropriate, the student. Step 2: Schedule Meeting Schedule a meeting with the team. Team includes: parents, student (if appropriate), service providers (e.g. spec. ed. teacher, general ed. teacher, SLP, OT, PT, administrator), and any others directly involved or with required knowledge and expertise. Decision Making: Step 3: Team Completes Problem Identification Portion of AT Planning Guide at the Meeting. (Choose someone to write all topics where everyone participating can see them.) The team should move quickly through: Listing the student’s abilities/difficulties related to tasks (5-10 minutes). Listing key aspects of the environment in which the student functions and the student’s location and positioning within the environment (5-10 minutes). Identifying the tasks the student needs to be able to do is important because the team cannot generate AT solutions until the tasks are identified (5-10 minutes). (Note: The emphasis in problem identification is identifying tasks the student needs to be able to do and the relationship of the student’s abilities/difficulties and characteristics of the environment of the child’s performance of the tasks.) WATI Assessment Package (2004) 23 Date Completed Comments Step 4: Prioritize the List of Tasks for Solution Review trial use. Make any Generation needed decisions about permanent Identify critical task for which the team will generate potential use. Plan for permanent use solutions. This may require a redefining or reframing of the original referral question, but is necessary so that you hone in on the most critical task Step 5: Solution Generation Brainstorm all possible solutions. Note: The specificity of the solutions will vary depending on the knowledge and experience of the team members; some teams may generate names of specific devices with features that will meet the child’s needs, other teams may simply talk about features that are important, e.g. “needs voice output,” “needs to be portable,” “needs few (or many) messages,” “needs input method other than hands,” etc. Teams may want to use specific resources to assist with solution generation. These resources include, but are not limited to: the AT Checklist, the ASNAT Manual, the Tool Box in Computer Resources for People with Disabilities, Closing the Gap Directory, and/or AT Consultant. Step 6: Solution Selection Discuss the solutions listed, thinking about which are most effective for the student. It may help to group solutions that can be implemented 1) immediately, 2) in the next few months, and 3) in the future. At this point list names of specific devices, hardware, software, etc. If the team does not know the names of devices, etc., use resources noted in Step 5 or schedule a consultation with a knowledgeable resource person (that is the part of the decision- making that should require the most time. Plan on 20-30 minutes here). Step 7: Implementation Plan Develop implementation plan (including trials with equipment) – being sure to assign specific names and dates, and determine meeting date to review progress (follow-up Plan). Reminder: Steps 3-7 occur in a meeting with all topics written where all participants can see them. Use a flip chart, board or overhead during the meeting, because visual memory is an important supplement to auditory memory. Following the meeting, ensure that someone transfers the information to paper for the child’s file for future reference. Trial Use: Step 8: Implement Planned Trials Step 9: Follow Up on Planned Date WATI Assessment Package (2004) 24 WATI Assessment Package (2004) (2004) Package Assessment WATI WATI Assistive Technology Consideration Guide Student’s Name School 1. What task is it that we want this student to do, that s/he is unable to do at a level that reflects his/her skills/abilities (writing, reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks that are not relevant to the student’s IEP. 2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for each checked task. 3. Is there available assistive technology (either devices, tools, hardware, of software) that could be used to address this task? (If none are know, review WATI’s AT Checklist.) If any asssisitve technology tools are currently being used (or were tried in the past), describe in Column B. 4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance? If yes, complete Column C. Task A. If currently completes task with B. If currently completes task with C. Describe new or additional special strategies/ accommodations, assistive technology tools, describe. assistive technology to be tried. describe. Motor Aspects of Writing Computer Access Composing Written Material Communication Reading 25 Learning/ Studying WATI Assessment Package (2004) Package Assessment WATI Task A. If currently completes task with B. If currently completes task with C. Describe new or additional Overview theAssessmentandPlanningProcess of special strategies/ assistive technology tools, assistive technology to be tried. accommodations, describe. describe. Math Recreation and Leisure Activities of Daily Living ADLs) Mobility Environmental Control Positioning and Seating Vision Hearing 5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what will be provided, the initiation and duration. 26 Persons Present: Date: Referral/Question Identification Guide Student’s Name Date of Birth Age School Grade School Contact Person Phone Persons Completing Guide Date Parent(s) Name Phone Address Student’s Primary Language Family’s Primary Language Disability (Check all that apply.) Speech/Language Significant Developmental Delay Specific Learning Disability Cognitive Disability Other Health Impairment Hearing Impairment Traumatic Brain Injury Autism Vision Impairment Emotional/Behavioral Disability Orthopedic Impairment – Type Current Age Group Birth to Three Early Childhood Elementary Middle School Secondary Classroom Setting Regular Education Classroom Resource Room Self-contained Home Other Current Service Providers Occupational Therapy Physical Therapy Speech Language Other(s) Medical Considerations (Check all that apply.) History of seizures Fatigues easily Has degenerative medical condition Has frequent pain Has multiple health problems Has frequent upper respiratory infections Has frequent ear infections Has digestive problems Has allergies to Currently taking medication for Other – Describe briefly Other Issues of Concern Assistive Technology Currently Used (Check all that apply.) WATI Assessment Package (2004) 27 None Low Tech Writing Aids Manual Communication Board Augmentative Communication System Low Tech Vision Aids Amplification System Environmental Control Unit/EADL Manual Wheelchair Power Wheelchair Computer – Type (platform) Voice Recognition Word Prediction Adaptive Input - Describe Adaptive Output - Describe Other Assistive Technology Tried Please describe any other assistive technology previously tried, length of trial, and outcome (how did it work or why didn’t it work.) Assistive Technology Number and Dates of Trial(s) Outcome Assistive Technology Number and Dates of Trial(s) Outcome Assistive Technology Number and Dates of Trial(s) Outcome REFERRAL QUESTION What task(s) does the student need to do that is currently
Load more

Recommended publications
  • UNIVERSITY of STIRLING Kenneth Pardey the WELFARE of the VISUALLY HANDICAPPED in the UNITED KINGDOM
    UNIVERSITY OF STIRLING Kenneth Pardey THE WELFARE OF THE VISUALLY HANDICAPPED IN THE UNITED KINGDOM 'Submitted for the degree of Ph.D. December 1986 II CONTENTS Page Acknowledgements III Abstract v 1. Introduction: The history of the welfare of the visually handicapped in the United Kingdom 1 2. Demographic studies of the visually handicapped 161 3. The Royal National Institute for the Blind 189 4. The history and the contribution of braille, moon and talking books 5. St Dunstan's for the war blinded: A history and a critique ,9, 6. Organisations of the visually handicapped 470 7. Social service-a and rehabilitation 520 8. The elderly person with failing vision 610 9. The education of the visually handicapped 691 10. Employment and disability 748 11. Disability and inco1;-~e 825 Bibliography 870 III Acknowledgements I would like to thank the following people who either agreed to be interviewed or helped me to find some useful sources of information: Colin Low, Martin Milligan, Fred Reid, Hans Cohn, Jim Hughes, Janet Lovall, Jill Dean, Joan Hughes, Doreen Chaney and Elaine Bootman of the National Federation of the Blind; Michael Barrett, Tom Parker, Chris Hynes, Pat O'Grady, Frank Mytton, L. J. Isaac, George Slaughter, J. Nor mile and R. 0. Rayner of the National League of the Blind and Disabled; Donald Bell, Tony Aston, George T. Willson, B. T. Gifford, Neville Lawson and Penelope Shore of the Royal National Institute for the Blind; Timothy Cullinan of the Department of Environmental and Preventive Medicine of the Medical College of St
    [Show full text]
  • Colorwatch: Color Perceptual Spatial Tactile Interface for People with Visual Impairments
    electronics Article ColorWatch: Color Perceptual Spatial Tactile Interface for People with Visual Impairments Muhammad Shahid Jabbar 1 , Chung-Heon Lee 1 and Jun Dong Cho 1,2,* 1 Department of Electrical and Computer Engineering, Sungkyunkwan University, Suwon 16419, Gyeonggi-do, Korea; [email protected] (M.S.J.); [email protected] (C.-H.L.) 2 Department of Human ICT Convergence, Sungkyunkwan University, Suwon 16419, Gyeonggi-do, Korea * Correspondence: [email protected] Abstract: Tactile perception enables people with visual impairments (PVI) to engage with artworks and real-life objects at a deeper abstraction level. The development of tactile and multi-sensory assistive technologies has expanded their opportunities to appreciate visual arts. We have developed a tactile interface based on the proposed concept design under considerations of PVI tactile actuation, color perception, and learnability. The proposed interface automatically translates reference colors into spatial tactile patterns. A range of achromatic colors and six prominent basic colors with three levels of chroma and values are considered for the cross-modular association. In addition, an analog tactile color watch design has been proposed. This scheme enables PVI to explore artwork or real-life object color by identifying the reference colors through a color sensor and translating them to the tactile interface. The color identification tests using this scheme on the developed prototype exhibit good recognition accuracy. The workload assessment and usability evaluation for PVI demonstrate promising results. This suggest that the proposed scheme is appropriate for tactile color exploration. Citation: Jabbar, M.S.; Lee, C.-H.; Keywords: color identification; tactile perception; cross modular association; universal design; Cho, J.D.
    [Show full text]
  • Design of a Smart Braille Fitness Watch: Promoting Healthy Living For
    Design of a Smart Braille Fitness Watch: Promoting Healthy Living for the Visually Impaired Unwana Michael Umoren David Ho Simon Connolly University of Bath University of Bath University of Bath United Kingdom United Kingdom United Kingdom [email protected] [email protected] [email protected] Group 4 Group 4 Group 4 ABSTRACT impaired) are most likely to be less physically active than Physical activity plays a vital role in promoting healthy those without disabilities [9]. As a result of their less activity, living. Deficiency in physical activity increases vulnerability there are more susceptible to chronic diseases [9]. This to chronic diseases (such as cancer, obesity, etc. and reduced physical activity in visually impaired people is usually leads to a high rate of mortality. Physical inactivity is posed by barriers such as: reliance on other people exercise particularly common amongst the visually impaired than the assistance, transportation to the place of exercise and limited visually unimpaired. The visually impaired having decreased or no options available [8]. participation in physical activity due to certain barriers such This paper presents a prototype of a smart braille fitness as cost, transportation, etc, are prone to chronic diseases and watch for the visually impaired. The smartwatch aims at death in critical cases. To eliminate the barriers to physical promoting healthy living by increasing the physical activity activity experienced by visually impaired people, a prototype of visually impaired people. It employs the braille and audio of a smart braille fitness watch was designed. This paper technology to interact with the visually impaired user.
    [Show full text]
  • Referral/Question Identification Guide
    Assistive Technology Assessment Adapted From Referral/Question Identification Guide Student’s Name Date of Birth Age School Grade School Contact Person Phone Persons Completing Guide Date Parent(s) Name Phone Address Student’s Primary Language Family’s Primary Language Disability (Check all that apply.) Speech/Language Significant Developmental Delay Specific Learning Disability Cognitive Disability Other Health Impairment Hearing Impairment Traumatic Brain Injury Autism Vision Impairment Emotional/Behavioral Disability Orthopedic Impairment – Type Current Age Group Birth to Three Early Childhood Elementary Middle School Secondary Classroom Setting Regular Education Classroom Resource Room Self-contained Home Other Current Service Providers Occupational Therapy Physical Therapy Speech Language Other(s) Medical Considerations (Check all that apply.) History of seizures Fatigues easily Has degenerative medical condition Has frequent pain Has multiple health problems Has frequent upper respiratory infections Has frequent ear infections Has digestive problems Has allergies to Currently taking medication for Other – Describe briefly Other Issues of Concern __ 1 Assistive Technology Assessment Adapted From Assistive Technology Currently Used (Check all that apply.) None Low Tech Writing Aids Manual Communication Board Augmentative Communication System Low Tech Vision Aids Amplification System Environmental Control Unit/EADL Manual Wheelchair Power Wheelchair Computer – Type (platform) Voice Recognition
    [Show full text]
  • The Development of Writing and Preliterate Societies
    The development of writing and preliterate societies Author: Cynthia Tung Persistent link: http://hdl.handle.net/2345/bc-ir:107209 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2015 Copyright is held by the author, with all rights reserved, unless otherwise noted. The development of writing and preliterate societies Cynthia Tung Advisor: MJ Connolly Program in Linguistics Slavic and Eastern Languages Department Boston College April 2015 Abstract This paper explores the question of script choice for a preliterate society deciding to write their language down for the first time through an exposition on types of writing systems and a brief history of a few writing systems throughout the world. Societies sometimes invented new scripts, sometimes adapted existing ones, and other times used a combination of both these techniques. Based on the covered scripts ranging from Mesopotamia to Asia to Europe to the Americas, I identify factors that influence the script decision including neighboring scripts, access to technology, and the circumstances of their introduction to writing. Much of the world uses the Roman alphabet and I present the argument that almost all preliterate societies beginning to write will choose to use a version of the Roman alphabet. However, the alphabet does not fit all languages equally well, and the paper closes out withan investigation into some of these inadequacies and how languages might resolve these issues. Contents 1 Introduction 5 2 What is writing? 6 2.1 Definition . 6 2.2 Types of writing . 6 2.2.1 Pictograms, logograms, and ideograms .
    [Show full text]
  • Writing Signed Languages: What For? What Form? Donald A
    Writing Signed Languages: What For? What Form? Donald A. Grushkin American Annals of the Deaf, Volume 161, Number 5, Winter 2017, pp. 509-527 (Article) Published by Gallaudet University Press DOI: https://doi.org/10.1353/aad.2017.0001 For additional information about this article https://muse.jhu.edu/article/648961 Access provided by University of Connecticut @ Storrs (9 Jun 2017 21:07 GMT) 18991-AAD161.5_Winter2017 2/9/17 2:54 PM Page 509 Grushkin, D. A. (2017). Writing signed languages: What for? What form? American Annals of the Deaf, 161 (5), 509–527. WRITING SIGNED LANGUAGES : W HAT FOR ? WHAT FORM ? IGNED LANGUAGES around the world have tended to maintain an “oral,” unwritten status. Despite the advantages of possessing a written form of their language, signed language communities typically resist and reject attempts to create such written forms. The present article ad - dresses many of the arguments against written forms of signed lan - guages, and presents the potential advantages of writing signed languages. Following a history of the development of writing in spoken as well as signed language populations, the effects of orthographic types upon literacy and biliteracy are explored. Attempts at writing signed lan - guages have followed two primary paths: “alphabetic” and “icono - graphic.” It is argued that for greatest congruency and ease in developing biliteracy strategies in societies where an alphabetic script is used for the spoken language, signed language communities within Sthese societies are best served by adoption of an alphabetic script for DONALD A. G RUSHKIN writing their signed language. Keywords: writing, written signed the development of a conventionally GRUSHKIN IS A PROFESSOR , D EAF STUDIES languages, biliteracy, Deaf education, accepted written system for signed lan - PROGRAM , C ALIFORNIA STATE UNIVERSITY , orthography guages has yet to take place.
    [Show full text]
  • ONIX for Books Codelists Issue 47
    ONIX for Books Codelists Issue 47 31 October 2019 DOI: 10.4400/akjh Go to latest Issue All ONIX standards and documentation – including this document – are copyright materials, made available free of charge for general use. A full license agreement (DOI: 10.4400/nwgj) that governs their use is available on the EDItEUR website. All ONIX users should note that this issue of the ONIX codelists does not include support for codelists used only with ONIX version 2.1. ONIX 2.1 remains fully usable, using Issue 36 of the codelists or earlier, and Issue 36 continues to be available via the archive section of the EDItEUR website (https://www.editeur.org/15/Archived-Previous-Releases). These codelists are also available within a multilingual online browser at https://ns.editeur.org/onix. Codelists are revised quarterly. Layout of codelists This document contains ONIX for Books codelists Issue 46, intended primarily for use with ONIX 3.0. The codelists are arranged in a single table for reference and printing. They may also be used as controlled vocabularies, independent of ONIX. This document does not differentiate explicitly between codelists for ONIX 3.0 and those that are used with earlier releases, but lists used only with earlier releases have been removed. For details of which code list to use with which data element in each version of ONIX, please consult the main Specification for the appropriate release. Occasionally, a handful of codes within a particular list are defined as either deprecated, or not valid for use in a particular version of ONIX or with a particular data element.
    [Show full text]
  • ASNAT Manual, the Tool Box in Computer and Web Resources for People with Disabilities, Closing the Gap Resource Directory, And/Or at Consultant
    Assessing Students’ Needs for Assistive Technology A Resource Manual for School District Teams Penny Reed, Ph.D., Elizabeth A. Lahm, Ph.D., Editors 4th Edition January, 2004 Wisconsin Assistive Technology Initiative CESA #2 448 East High Street Milton, WI 53563 www.wati.org Acknowledgements We would like to thank the staff of the Wisconsin Assistive Technology Initiative both past and present who have always given over and above “the call of duty.” Their tireless efforts to help the educators throughout Wisconsin have always been an inspiration to me. They are responsible in so many ways for the information in this manual. We learn from them each time we are together. Whether they wrote an article, sent a handout, pointed out a new product, or simply shared a thought, they contributed immensely. There are so many others We also wish to thank. These are the people who have inspired us and from whom we continue to learn. They include Gayl Bowser, Linda Burkhart, Diana Carl, Patti King DeBaun, Denise DeCoste, Karen Erickson, Kelly Fonner, Bob Keller, David Koppenhaver, Jane Korsten, Michelle Lange, Susan Mistrett, Susan McCloskey, Caroline Musselwhite, Judith Sweeney, Richard Wanderman, Joy Zabala. There are many, many more. To all of you who take time to present at Closing the Gap, CSUN, ATIA, and TAM–Thank you! You make a difference. Many thanks to all of you, Penny R. Reed, Editor Elizabeth A. Lahm, Editor This manual was made possible by funding from IDEA grant number 9906-23. Its content may be reprinted in whole or in part, with credit to WATI and the Wisconsin Department of Public Instruction (DPI) acknowledged.
    [Show full text]
  • Spelling Reform Anthology Edited by Newell W. Tune §6. Which Way To
    Spelling Reform Anthology edited by Newell W. Tune §6. Which way to go in Spelling Reform This section presents various ideas for the kind and extent of reform, from the most modest to the more extreme and suggests criteria for deciding on reform. Contents 1. Cook, Walter F. A Practical Approach to Spelling Reform. 2. Yule, Valerie, Let Us be Practical About Spelling Reform. 3. Pitman, Sir Jas. Some Principles Governing Imp. of the Visible Lang. 4. Tune, Newell, The Real Problem of Spelling Reform. 5. Ives, Kenneth H. Acceptability of Proposed Spelling Reforms. 6. Bisgard, Helen, Reaction to Ives' Acceptability. 7. Smoker, Barbara, G.B.S. & the ABC's. 8. Yule, Valerie, A Transitional Spelling Reform. 9. du Feu, Frank. On Devising a Minimal Change System of Reform. 10. Pei, Mario, Preface to: Better English Thru Simplified Spelling 11. Read, Kingsley, Quo Vadis? 12. Hildreth, Gertrude, Which Way to Go in Spelling Reform? 13. Tune, Newell, Introspection or Retrospection? [Spelling Reform Anthology §6.1 pp86,87 in the printed version] [Spelling Progress Bulletin Spring 1980 pp19,20 in the printed version] 1. A Practical Approach to Spelling Reform by Walter F. Cook * * Phoenix, Az.. I appreciate the opportunity to contribute some new ideas for implementation of a spelling reform. As a businessman running a small computer company, I am undoubtedly in a very small minority among a group of educators. Yet I have been irritated by the difficulty of English spelling and have been interested in spelling reform for many years. I had actually started an independent development of a set of rationalized rules for spelling reform before I became aware of the large amount of work done by this group and other groups.
    [Show full text]
  • Framework of the at Consideration, Screening and Assessment
    A Framework for Conducting Assistive Technology Consideration, Screening and Assessment DIVISION OF SPECIAL POPULATIONS Cecil J. Picard State Superintendent of Education October 10, 2005 1 LOUISIANA DEPARTMENT OF EDUCATION 1.877.453.2721 www.louisianaschools.net State Board of Elementary and Secondary Education Ms. Glenny Lee Buque Ms. Polly Broussard President 6th BESE District 3rd BESE District Mr. Walter Lee Mr. Dale Bayard Vice President 7th BESE District 4th BESE District Ms. Linda Johnson Mr. Edgar Chase Secretary-Treasurer Member-at-Large 8th BESE District Ms. Penny Dastugue Ms. Leslie Jacobs 1st BESE District Member-at-Large Ms. Louella Givens Ms. Mary Washington 2nd BESE District Member-at-Large Dr. James Stafford Ms. Weegie Peabody 5th BESE District Executive Director For further information, contact: The Louisiana Department of Education (LDE) does not discriminate on the basis of sex in any of the education programs or activities that it operates, including employment and Louisiana Department of Education admission related to such programs and activities. The LDE is required by Title IX of the Division of Special Populations Education Amendments of 1972 (Title IX) and its implementing regulations not to engage in such discrimination. LDE’s Title IX Coord. is Patrick Weaver, Deputy Undersecretary, P.O. Box 94064 LDE, Exec. Office of the Supt.; PO Box 94064, Baton Rouge, LA 70804-9064; 877-453- Baton Rouge, LA 70804-9064 2721 or [email protected]. All inquiries pertaining to LDE’s policy prohibiting discrimination based on sex or to the requirements of Title IX and its implementing 225-342-3730 regulations can be directed to Patrick Weaver or to the USDE, Asst.
    [Show full text]
  • ONIX for Books Codelists Issue 46
    ONIX for Books Codelists Issue 46 10 July 2019 DOI: 10.4400/akjh Go to latest Issue All ONIX standards and documentation – including this document – are copyright materials, made available free of charge for general use. A full license agreement (DOI: 10.4400/nwgj) that governs their use is available on the EDItEUR website. All ONIX users should note that this issue of the ONIX codelists does not include support for codelists used only with ONIX version 2.1. ONIX 2.1 remains fully usable, using Issue 36 of the codelists or earlier, and Issue 36 continues to be available via the archive section of the EDItEUR website (https://www.editeur.org/15/Archived-Previous-Releases). These codelists are also available within a multilingual online browser at https://ns.editeur.org/onix. Codelists are revised quarterly. Layout of codelists This document contains ONIX for Books codelists Issue 46, intended primarily for use with ONIX 3.0. The codelists are arranged in a single table for reference and printing. They may also be used as controlled vocabularies, independent of ONIX. This document does not differentiate explicitly between codelists for ONIX 3.0 and those that are used with earlier releases, but lists used only with earlier releases have been removed. For details of which code list to use with which data element in each version of ONIX, please consult the main Specification for the appropriate release. Occasionally, a handful of codes within a particular list are defined as either deprecated, or not valid for use in a particular version of ONIX or with a particular data element.
    [Show full text]
  • Catalog Products for Independent Living We Are The
    MAXIAIDS LOW VISION • BLIND • DEAF • SENIORS • SPECIAL NEEDS MaxiAids 42 Executive Blvd , PRSRT STD Farmingdale, NY 11735 U.S. POSTAGE PAID MAXI-AIDS 2021/22 PRODUCTS FOR THE BLIND, LOW VISION, DEAF, HARD OF HEARING & ASSISTED LIVING LIVING ASSISTED & HEARING OF HARD DEAF, VISION, LOW BLIND, THE FOR PRODUCTS CATALOG PRODUCTS FOR INDEPENDENT LIVING WE ARE THE PREFERRED CHOICE TALKING for Agencies, Non-profits, ATOMIC Schools, & Government WATCHES Page 3 LARGEST SELECTION AT LOWEST PRICES • Magnifiers • Computer Products • Specialty Watches • Kitchen Products • Canes & Mobility Assist • Medication Aids • Amplified Hearing Products • Talking Products • Low Vision Products • Home Health Care CUSTOMER SERVICE & ORDER HOTLINE: 1-800-522-6294 Info: 631-752-0521 Video Phone: 631-752-1145 Fax: 631-752-0689 e-mail: [email protected] SAVE TIME & MONEY ONLINE! 2021/22 Catalog www.maxiaids.com VIDEO MAGNIFIERS Pages 78-79 Use your We offer wholesale & bulk discounts smartphone EASY ORDERING: 1-800-522-6294 • FAX: 631-752-0689 AARP & AAA members, government employees are welcome to scan this QR code to check out WE WELCOME GOVERNMENT ACCOUNTS more specials Visit www.maxiaids.com for more products! MAXIAIDS Celebrating 35 years of service! Largest Selection - Lowest Prices QUALITY - SERVICE - DEPENDABILITY - SELECTION - LOW PRICES MaxiAids 42 Executive Blvd., P.O. Box 3209, Farmingdale, N.Y. 11735 TEL 631-752-0521 FAX 631-752-0689 Toll Free: 1-800-522-6294 Visit Us At: www.MaxiAids.com MaxiAids 2021/22 Catalog - “The Reference Guide of the Industry” Thank You! Thank You! Thank You! MaxiAids - NOW celebrating our 35th Year of Service! We want to thank all of you, our loyal customers and our dedicated associates, for helping us to celebrate our 35th year anniversary - We could not have done it without you! MaxiAids began operations in 1986, as the demand for accessible products grew from a single shelf in a drugstore located in Queens, NY.
    [Show full text]